Enhancing Early Childhood Problem-Solving Skills through Unplugged Coding at TK Khadijah 107 Banyuwangi
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Abstract
Problem-solving skills are a fundamental component of early childhood cognitive development, as they support children’s ability to think logically, explore solutions, and adapt to various challenges. This study aimed to examine the effectiveness of an unplugged coding approach in enhancing the problem-solving skills of children aged 5–6 years at TK Khadijah 107 Banyuwangi. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted in three stages: pre-cycle, Cycle I, and Cycle II, each consisting of planning, action, observation, and reflection. The participants comprised 11 children. The results indicated a significant improvement in children’s problem-solving skills, increasing from 45.45% in the pre-cycle to 61.36% in Cycle I, and reaching 84.09% in Cycle II, thereby exceeding the predetermined success indicator of 80%. Throughout the learning process, children demonstrated increased enthusiasm, independence, and critical thinking when solving problems through engaging and challenging unplugged coding activities. These findings indicate that the unplugged coding approach is effective in developing early childhood problem-solving skills and can be applied as an innovative strategy to support 21st-century skills in early childhood education.
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